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Full-Day Workshop

Seminar: A Professional Development Series in SPECIAL NEEDS EDUCATIONAL THERAPY (SNEdT)
DAY 1 : Understanding & Working through the Multiple Mind of a Student with Special Needs

In collaboration : IACT Logo

In this final part of the SpEdNT series on Learning & Teaching in Special Needs, content knowledge and skills acquired in the previous workshops will be put to good use in a given case study that incorporates inclusivity/inclusion/inclusiveness and universal design (UD). In this workshop, you will learn about the IDEA 2004 classification of 14 disability categories; among the disability categories, four (i.e., specific learning disability/dyslexia; autism spectrum disorder/Asperger syndrome; attention deficit hyperactivity disorder/deficits in attention, motor control and perception; and developmental coordination disorder/dyspraxia) will be covered in some depth so that participants can do a symptomatic analysis of these four disabilities/disorders. The concepts of inclusivity, diversity and universal design are covered. The three levels of “being inclusive”/”to be inclusive” are: inclusivity, inclusion and inclusiveness. The concept of inclusive learning-friendly environment (ILFE) will be briefly covered. More importantly, the main focus is on the principles of Universal Design (UD) in the following: UDL1 (learning) that includes engagement, representation and action & expression; UDL2 (living) that includes adaptability, accessibility and mobility; UDT (transition from learning to living) that includes transferability, usability and accessibility; UDTchg (teaching) that includes meaningfulness, comprehensibility and manageability; and UD applied in assistive technology, services, health care, etc.

Date : To be confirmed 
Time:9am to 5pm
Venue:To be confirmed

Speaker: IACT Approved Trainer

Who Can Benefit?

For special school teachers, allied educators and those who aspire to work in special education and/or educational therapy.

Course Outline

AM Session

The hierarchies of needs, abilities and skills

  1. Introduction to nosology of learning disabilities and disorders
    Operating definitions of selected disabilities and disorders: Specific Learning Disability (Dyslexia); Autism Spectrum Disorder; Attention Deficit Hyperactivity Disorder; Developmental Coordination Disorder (Dyspraxia)
  2. Symptomatic analysis of disabilities and disorders
    Core/primary symptoms; Correlated/underlying symptoms; Consequential/secondary symptoms; & Co-existing/artifactual symptoms

PM Session

  • Operational interventions
    1. Understanding the principles of Universal Design for Learning:
      1. Engagement;
      2. Representation; and
      3. Action & expression.
    2. Understanding the principles of Universal Design for Teaching:
      1. Meaningfulness;
      2. Comprehensibility; and
      3. Manageability.
    3. Understanding the principles of Universal Design for Living:
      1. Adaptability;
      2. Accessibility; and
      3. Mobility.
    4. Understanding the principles of Universal Design for Transition from Learning to Living:
      1. Transferability;
      2. Usability (Practicality); and
      3. Accessibility
    5. Understanding the principles of Universal Design for Employment and Employability:
      1. Capacity (innate competence; nature);
      2. Ability (acquired competence; nurture);
      3. Capability (level of performance).
    6. Understanding the principles of Usability Design for Assistive Technology Devices:
      1. Equitable use;
      2. Flexibility in use;
      3. Simple and intuitive use;
      4. Perceptible information;
      5. Tolerance for error;
      6. Low physical and mental efforts; and
      7. Appropriate size and space for use.
    7. Understanding the principles of Universal Accessibility Design:
      1. Physical/environmental accessibility;
      2. Communication accessibility;
      3. Intellectual accessibility;
      4. Social/attitudinal accessibility;
      5. Economic accessibility (affordability)
  • Different levels of intervention which embraces inclusivity and universal design:
    1. Pre-emptive intervention;
    2. Preventive intervention;
    3. Corrective intervention;
    4. Remedial intervention;
    5. Compensatory intervention (with assistive technology);
    6. Complementary and alternative intervention (controversial)
Course Objectives

By the end of the training workshop, participants will be able to:

  1. Understand and know four categories of disabilities: specific learning disabilities, autism spectrum disorder, attention deficit hyperactivity disorder, and developmental coordination disorder (with the four categories of symptoms)
  2. Use the symptomatic analysis of disabilities and disorders in learning and behaviour
  3. Understand and know the three levels of being inclusive and to be inclusive: inclusivity, inclusion and inclusiveness
  4. Know, understand and apply the principles underlying the Universal Design for Learning, Living, Employment & Employability, Teaching, Transition, Accessibility, Usability, etc.
  5. Know, understand and make decision regarding the different levels of intervention embracing inclusivity and universal design
Course Fees & Closing Dates
Registration Type Closing Date Fees (S$)
Normal Till Full 330

 

 

Disclaimer : Bridging Talents will not be responsible for the registrant's attainment of credentialisation/membership under all circumstances to IACT and does not provide a warranty for any IACT imposed criteria nor approval. For full details, please refer to www.iact.org

IACT

The International Association of Counselors and Therapists (IACT) is a premier association for holistic practitioners and it provides a forum where members may exchange ideas, information, techniques and methodologies. Establishing itself apart from the rest as a multidiscipline association, IACT membership includes medical practitioners, psychologists, clinical social workers, hypnotherapists, nutritionists, dieticians, special needs educational therapists, mental health workers, counsellors, allied educators and others in the helping, healing arts. The vision of IACT is to light the path of unity by providing a place where practitioners can come together under one umbrella to explore, indulge and renew their passion for diverse holistic physical and mental health care discipline.

IACT-approved specialty programme: SPECIAL NEEDS EDUCATIONAL THERAPY

This IACT-approved professional development (PD) program aims to equip special educators (i.e., special school teachers and allied educators) to become better professionals in their work with individuals with special needs. It also prepares those who are interested in becoming qualified special needs educational therapists in their professional career development. It consists of five intensive modules and each module consists of independent professional development workshops. There are five main themes in the series of 20 professional development workshops namely

  1. Learning & Teaching in Special Needs (4 independent PD workshops)
  2. Lifespan Development and Anomalies (4 independent PD workshops)
  3. Learning Difficulties, Disabilities and Disorders (4 independent PD workshops)
  4. Psycho-educational Diagnostic Evaluation and Profiling (4 independent PD workshops)
  5. Intervention in Special Needs (4 independent PD workshops)
IACT Professional Credentialization/Membership Eligibility

Admission requirements for the IACT-approved PD program, the participant must possess the following:

  1. At least 5 GCE O-Level passes with a pass in English Language and also a pass in Mathematics; AND
  2. One of the following:
    1. A recognized full-time 3-year/part-time 5-year polytechnic diploma including those from LaSalle College of the Arts and Nanyang Academy of Fine Arts or
    2. A Diploma in Early Childhood Education from an ECDA-accredited training centre or
    3. A Diploma in Special Education awarded by the National Institute of Education or
    4. A recognized bachelor’s degree in the relevant field (i.e., special education, general education, counseling)

In addition, to be eligible for the IACT professional credentialization/membership in becoming a special needs educational therapist, the following criteria must be satisfied:

  • Completion of the PD workshops in the 5 IACT-approved theme-based topics (each consists four workshops) in the SNEdT program
  • Fulfilled 180 supervised practicum hours
  • Submission and passing written assignments
  • Presentation at the Case Study Symposium
  • Duration of maximum 2 years to complete/acquire all of the above
Supervised Clinical Practicum Criteria

Clinical practicum can be done at one of the following approved places: special school, learning clinic, EIPIC centre – not limited to just these three centres. A total number of 180 hours have to be clocked in and be authenticated by the centre supervisor. Participants who are already working in such workplaces are exempted from the supervised clinical practicum provided they can produce documentary evidence (e.g., letter of appointment) to support their claims.

Written Assignment/Case Study Symposium

Each theme-based series consists of four interrelated PD workshops. At the end of the fourth workshop for each theme, participants, who are keen to pursue the IACT-approved SNEdT credentialization/membership, will have to complete a written assignment, whose focus is on theory-practice nexus, on a given case study. This case study will be built on and developed further along the way through the five themes of 20 PD workshops. By the end of the last theme-based PD workshop, participants should have built up their given case study thoroughly to be presented at the Case Study Symposium, where they have a chance to listen to others who will also be presenting their cases. For this, there will be a separate cost.

Upon completion of each of these PD workshops, you will be provided with a Certificate of Completion acknowledging 28 hours of training. Please refer to IACT website for full details. www.iact.org.